Between Self, Others and Thinking: A Phenomenological Study of Adolescents in Dialogue About Literary Texts

Abstract

Abstract Between Self, Others and Thinking: A Phenomenological Study of Adolescents in Dialogue About Literary Texts This study explored 14–15-year-old students’ experiences of classroom dialogue about literary texts using phenomenological methods. Philosophical literature underpinning the theory of dialogue, alongside a growing field of 21st century empirical research in classrooms, has suggested connections between dialogue, the development of thought and the development of the self. However, there is not yet a detailed picture of how these connections come together in an experience or what they may involve - look like, sound like or feel like – for students in the classroom. The potential value of dialogic educational experiences for adolescent school life, meeting the developmental needs of this age phase, is yet to be well-established. Moreover, there is a sparsity of adolescents’ own accounts of what it means to be in dialogue which could help to shed further light on some complex aspects of theoretical literature. This study offers a deepened understanding of the characteristics and nuances of dialogue towards a detailed picture of what it means to be in dialogue as an adolescent, as described by students. Data collected and analysed, consisting of phenomenological interviews in some cases supported by students’ journal entries, resulted in the presentation of four full accounts from students. Three overarching clusters of meanings have been found and discussed: the roles which others play, the strong gain in a sense of self which participants may realise, and the ways in which their thinking may be augmented through the experience. The interplay of these meanings indicates that the perpetual unpredictability of fellow readers in classroom dialogue is at the foundation of the experience, leading participants to move between joy and disappointment, to be strengthened in their sense of self and led to augmented thinking, characterised by prolonged reflection as well as collaborative thinking and critical inquiry. Findings contribute to theoretical concepts of dialogue as well as its adoption and practice in secondary schools. The study proposes that educational experiences of dialogue may be especially valuable for meeting adolescents’ needs. Based on the findings of this study, the potential harmony of phenomenological methodology and studying experiences of dialogue is also suggested, along with recommendations for further research in collecting adolescents’ descriptive accounts.